Titlebook: Learning Design; A Handbook on Modell Rob Koper,Colin Tattersall Book 2005 Springer-Verlag Berlin Heidelberg 2005 Adaptive Learning Environ

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A Reference Implementation of a Learning Design Engineters to jumpstart building an LD-compliant learning management system. It provides two major APIs to deal with the processing of LD. One covers administration-related tasks while the other deals with the runtime delivery of LD..CopperCore has been implemented using J2EE and the main components are i

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Integrating Assessment into E-learning Coursese second enables the formalization of testing. Together they might formalize new forms of learning, integrating assessment in the learning design..The chapter starts with the developments around assessments, indicating that more attention is now being focused on formative assessments. It is not only

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Collaboration in Learning Design Using Peer-to-Peer Technologiesents toward a blended environment that allows for nomadic and intermittently connected learners on the edge of the network. Current elearning community efforts to develop standards for interoperability to support meaningful, authentic learning activities suggest that it is now possible to exploit P2

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Designing Learning Networks for Lifelong Learnersion of the requirements, we created prototypes and used them in practice. The study of LNs is still in its exploratory phase. A great deal of work remains to be done to refine the framework, improve the implementation and evaluate the effectiveness and usability of the facilities in practice. LNs pr

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Applying Learning Design to Supported Open Learningimplementation could mean entirely new ways of working with separation of design, content and presentation with benefits for sharing and reuse. What the initial study at The Open University has shown is that even before such implementations are available the approach advocated by LD is allowing a fr

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Using Learning Design to Support Design and Runtime Adaptation active and adaptive e-learning. LD enables the formal description of any learning design and can be used to communicate between the different actors (authors, tutors and agents) in the framework. The first version of the framework indicates that the approach taken is feasible and that the framework